PLC Team Feedback Sheet Team: 3rd grade
Date: 12-3-08 Facilitator: Tina Timekeeper: Suzanne Recorder: Deb Team Members Present: Karen, Diane, Suzanne, Deb, Tina Meeting Purpose:
Check-In – review agenda
Concerns and Celebrations
Suzanne
Tina
Care and Concern about Destiny B
ZL is on meds and has responded well and performing better in class
Karen is following up with family
5
Share your reflections
about Video
all
-Overall team feeling was that this was worthwhile, one of the better PLC times. Seeing the conferencing time in action was helpful, rather than always looking at the data all the time.
-Ah Ha's...observing how Lucy Caulkins asked and prompted, rather than telling them what to do. Focus on the process rather than the product, thumbs up if you get it and move on or stay for further intstruction.
-Turn to your partner and share.
-Give an example that students can relate to, but don't write it down so that they may copy.
-Very few boys in group.
-Write goal for draft of writing on template and have students/teachers use so that it becomes more concrete. Very auditory in the conferencing, so having a written record of conference would be helpful.
-Bullet idea on paper but not writing it down so kids don't copy.
Compliments to Liz and Mary Ellen
15
What questions do you have for Mark Overmeyer?
-He is presenting about Writer's Workshop, correct?
-How do you apply the "memoir" idea when given a prompt?
-Struggles...low end kiddos. How to keep encouraging them and keep them engaged in the writing for extended period of time? What tips do you have ?
-Can we have a list of the type of questioning that reaches resistant writers?
-When working with some of our kids, need to realize that some of them have very difficult experiences that they may/may not want to share due to the consequence of them sharing.
-How to set up Writers Workshop, especially in our intensive writing weeks when we regroup students based on
4
How does your team plan on implementing Units of Study?
-Does support staff get a copy of the books?
-Like the idea of a lesson study for credit...
-Where are we at in Writers Workshop?
-Don't do as much essay writing in 3rd grade.
-This would be good for Roadmapping for next year...how can we incorporate Writing Alive ideas in with Writers Workshop?
(The students know the format of the organizers and they are tangible/helpful).
-Can we pull the best out of Writing Alive and use at Mini-lessons but also use Writing Workshop structure for conferencing and mini-lessons?
-Isn't writers workshop a structure and a philosophy?
-
2
What do you need from Mary Ellen/Liz?
1. Lunch ideas for Tuesday and Wednesday...can we possibly have a working lunch and maybe order something (Jimmy Johns) for the group? Mary Ellen will ask specials teachers bring students to lunch on Tuesday. Wednesday should be okay since the class is at Centennial.
2. All of us are interested in the class.
3. Are 3rd, 4th and 5th expected to start LC this year and start at the same spot in the series of books? We're not sure where we should start without totally throwing out our Roadmap. We set our roadmap and fit LC in where appropriate since LC doesn't fit curriculum. Mark on Roadmap units of study/lessons that help us teach concept from both writing programs.
Where are we with writing currently?
all
1. Fiction narrative for December writing
(Lost at the zoo. Which animal will help you get out?)
2. December writing prompt: Wrapped present at the door, what is inside?
3. Writing prompt was supposed to be given 12/11 but now will be given 12/8. Grade by Thursday 12/11 for regrouping. Meet during specials time on 12/11 to regroup. *Do we have Linnea and Liz to help? *Time: 12:15-1:15 on T/Th and 12:15-1:00 on Wed. due to assembly.
Goal of Intensive: use WW conference model of "problem/challenge with the draft". Focus on the process not the product. Have students work with writing prompt. Mini lesson-how to conference/questioning techniques with a partner. How to give a decision phase, compliment phase and direction phase. Page 138 in Writing Ficition book.Why did you choose this type of lead to start your story?
4. Grade off ORGANIZATION/SENTENCE FLUENCY/SEQUENCY part of rubric. Grade off whole rubric but focus on 2nd part for regrouping.
Intensive writing groups should focus on leads and conclusions.
5. Writing intensive week...12/16, 12/17, 12/18
5 min.
Next Agenda
Regroup for student writing intensive-12/11
Input for next meeting agenda
5 min.
Meeting Evaluation
A lot of information to digest!
SMART Goal (s) Strategic & specific, Measurable, Attainable, Results-oriented, Time-bound: S_M_A_R_ T _ Best Practices Identified: Questions/Concerns from Team to Principal or IC: Principal/IC Comments: Principal/ICDate:___ TEAM NORMS ON BACK
PLC Team Feedback Sheet
Team: 3rd grade
Date: 12-3-08
Facilitator: Tina
Timekeeper: Suzanne
Recorder: Deb
Team Members Present: Karen, Diane, Suzanne, Deb, Tina
Meeting Purpose:
Person
Concerns and Celebrations
Tina
ZL is on meds and has responded well and performing better in class
about Video
-Ah Ha's...observing how Lucy Caulkins asked and prompted, rather than telling them what to do. Focus on the process rather than the product, thumbs up if you get it and move on or stay for further intstruction.
-Turn to your partner and share.
-Give an example that students can relate to, but don't write it down so that they may copy.
-Very few boys in group.
-Write goal for draft of writing on template and have students/teachers use so that it becomes more concrete. Very auditory in the conferencing, so having a written record of conference would be helpful.
-Bullet idea on paper but not writing it down so kids don't copy.
-How do you apply the "memoir" idea when given a prompt?
-Struggles...low end kiddos. How to keep encouraging them and keep them engaged in the writing for extended period of time? What tips do you have ?
-Can we have a list of the type of questioning that reaches resistant writers?
-When working with some of our kids, need to realize that some of them have very difficult experiences that they may/may not want to share due to the consequence of them sharing.
-How to set up Writers Workshop, especially in our intensive writing weeks when we regroup students based on
-Like the idea of a lesson study for credit...
-Where are we at in Writers Workshop?
-Don't do as much essay writing in 3rd grade.
-This would be good for Roadmapping for next year...how can we incorporate Writing Alive ideas in with Writers Workshop?
(The students know the format of the organizers and they are tangible/helpful).
-Can we pull the best out of Writing Alive and use at Mini-lessons but also use Writing Workshop structure for conferencing and mini-lessons?
-Isn't writers workshop a structure and a philosophy?
-
2. All of us are interested in the class.
3. Are 3rd, 4th and 5th expected to start LC this year and start at the same spot in the series of books? We're not sure where we should start without totally throwing out our Roadmap. We set our roadmap and fit LC in where appropriate since LC doesn't fit curriculum. Mark on Roadmap units of study/lessons that help us teach concept from both writing programs.
(Lost at the zoo. Which animal will help you get out?)
2. December writing prompt: Wrapped present at the door, what is inside?
3. Writing prompt was supposed to be given 12/11 but now will be given 12/8. Grade by Thursday 12/11 for regrouping. Meet during specials time on 12/11 to regroup.
*Do we have Linnea and Liz to help?
*Time: 12:15-1:15 on T/Th and 12:15-1:00 on Wed. due to assembly.
Goal of Intensive: use WW conference model of "problem/challenge with the draft". Focus on the process not the product. Have students work with writing prompt. Mini lesson-how to conference/questioning techniques with a partner. How to give a decision phase, compliment phase and direction phase. Page 138 in Writing Ficition book. Why did you choose this type of lead to start your story?
4. Grade off ORGANIZATION/SENTENCE FLUENCY/SEQUENCY part of rubric. Grade off whole rubric but focus on 2nd part for regrouping.
Intensive writing groups should focus on leads and conclusions.
5. Writing intensive week...12/16, 12/17, 12/18
SMART Goal (s) Strategic & specific, Measurable, Attainable, Results-oriented, Time-bound:
S_M_A_R_ T _
Best Practices Identified:
Questions/Concerns from Team to Principal or IC:
Principal/IC Comments:
Principal/IC Date:___
TEAM NORMS ON BACK